Curriculum: Definitions and Types

Definitions of Curriculum

• Curriculum can refer to a list of subjects traditionally taught in schools, such as Mathematics, Language, Science, Music, and Arts
• Curriculum as intended learning outcomes encompasses a list of learning competencies or standards students should achieve
• Curriculum may be considered content or subject matter, consisting of topics under each subject area
• Curriculum includes planned learning experiences, with documents specifying content, objectives, and learning goals
• Curriculum can also encompass learning experiences, including curricular and co-curricular activities, shaped by school culture
• A field, curriculum as a discipline has its own principles, theories, and practices

Types of Curriculum

• The ideal or recommended curriculum is proposed by experts or professional organizations
• Intended, official, or written curriculum is government-approved and prescribed by entities like DepEd, CHED, or TESDA for subject such as the K-12 Curriculum and TESDA Modules
• Implemented curriculum is the curriculum as taught by teachers, modified based on student needs
• Achieved or learned curriculum reflects what students actually learn
• Tested curriculum is what is assessed through various tests
• Entitlement curriculum includes knowledge and skills believed necessary for learners to acquire by society
• Supported curriculum is influenced by the resources available for delivery
• Null or censored curriculum involves intentionally excluded topics
• Hidden curriculum, the values, skills, and attitudes students learn through interaction and school culture

Curriculum Foundations

• Curriculum foundations help shape educational programs and guide curriculum development
• Tyler, Taba, and Tanner & Tanner identify psychology, sociology/anthropology, and philosophy as key sources
• Psychology offers insights into how students learn and structure the learning process
• According to Print (1993), psychology affects five curriculum facets: educational objectives, student characteristics, learning processes, teaching methods, and evaluation procedures
• Sociology and anthropology influence curriculum by providing knowledge about society and culture
• Sowell (1996) believes understanding societal needs and values is crucial for selecting curriculum content
• Curriculum must address educational and social issues to make learning relevant
• Philosophy guides the overall purpose and content of education
• Ornstein and Hunkins (1993) state philosophy assists curriculum workers in organizing schools/classrooms, defining educational goals/content, and determining effective teaching strategies
• Philosophical perspectives like essentialism, progressivism, and constructivism influence curriculum design

Curriculum Conceptions

• Academic Rationalist Conception focuses on structured knowledge in specific subject areas
• Humanistic Conception aims to develop individuals' full potential and unique identities
• Cognitive Processes Conception emphasizes developing cognitive skills applicable to problems
• Social Reconstructionist Conception views schooling as a tool for social change and societal issues
• Technological Conception focuses on systematic approaches to achieving educational goals
• Eclectic Conception entails a combination of multiple curriculum conceptions used in designs

Elements/Components of Curriculum

• Curriculum Intent guides development with aims, goals, and student objectives
• Content includes values, concepts, and skills for learners
• Learning Experiences are instructional strategies, methods, and approaches for implementation
• Evaluation involves tools and processes to assess if curriculum goals are achieved

Characteristics of a Good Curriculum (Hilda Taba)

• A good curriculum should clearly state aims/objectives
• A good curriculum organizes and selects relevant content
• Learning and teaching strategies should align with objectives
• A good curriculum includes a program for evaluating learning outcomes

USM Vision, Mission, and Goals

• USM Vision provides quality, relevant, culture-sensitive education for globally competitive human resources
• USM Mission accelerates socio-economic development, promotes cultural harmony, and enhances life quality through instruction/research

College of Education (CED) Goal

• The College of Education provides leadership in teacher education, preparing recognized professionals

Elementary Education Department (EED) Objectives

• The Elementary Education Department equips students with knowledge/skills to become value-oriented education teachers capable of meeting demands

Course Description

• Focuses on concepts/principles of curriculum and development.
• Emphasizes the teacher's role in planning, implementing, evaluating, and managing responses to teaching contexts.

Levels of Curriculum Planning

• Curriculum planning impacts the structure and content of education, occurring at different levels such as national, state, etc

National Level Planning

• At the national level curriculum planning scholars and experts design curricula and involves subject selection, sequence, materials, and assessments
• Consider whether curricula can meet diverse learner needs, if plans limit teacher decision-making, and if a standardized curriculum works effectively

State Level Planning

• A committee of educators formulates educational programs for statewide implementation and has issues to ensure education quality across institutions
• Considers school freedom to design curriculum is addressed

System-Wide Level Planning

• A team of educators/community representatives analyzes student learning outcomes and suggests improvements
• Focuses on curriculum modification, teacher development, and district-wide educational strategies

Building Level Planning

• In building level planning schools involve individuals in planning
• Considers hidden curriculum elements in curriculum design and if students should have a role

Teacher-Team Level Planning

• Teacher-team level planning is where groups of teachers collaborate on interdisciplinary unit planning
• Discusses the benefits and factors that hinder cooperative curriculum planning and interdisciplinary strategies

Individual Teacher Level Planning

• Individual teachers make curriculum decisions and face challenges balancing long-term/short-term planning

Cooperative Curriculum Planning Level

• Teachers and students collaborate to design experiences, encouraging engagement and relevance
• This level considers student involvement and the benefits of student involvement.

Curriculum Design

• Curriculum design involves arranging content, learning experiences, and evaluation to achieve educational goals.

Subject-Centered Design

• This model organizes curriculum into specific subjects, fragmented like Mathematics and merges related subjects

Problem-Centered Design

• This model focuses on real-world issues, using themes and projects to integrate subjects and solve societal problems

Core Learning Design

• This Model emphasizes a common set of subjects for all learners and has national standards mandated by educational agencies

Considerations in Curriculum Design

• Horizontal Organization integrates subjects within an educational level.
• Vertical Organization sequences learning from one grade level to another.

Sequencing Curriculum Content

• The content can be sequenced based on complexity, prerequisite learning, chronology, whole to part, and increasing abstraction

Characteristics of a Good Curriculum Design (Tomlinson et al., 2002)

• The design engages learners emotionally and intellectually and focuses on problem-solving
• The design encourages meaningful collaboration and develops deep understanding
• The design connects to lives and real-world experiences

Tyler's Rational Linear Model

• Developed by Ralph Tyler (1949) in "Principles of Curriculum and Instruction"
• It consists of four questions to guide curriculum development and identifies sources and emphasizes philosophy and psychology

Taba's Grassroots Rational Model

• Proposed by Hilda Taba (1962) as modification of the Tyler model
• The model advocates for a bottom-up approach and also emphasizes understanding learners' needs

Standards-Based Curriculum Development Model (Glatthorn)

• This model focuses on standards in three phases
• The model has standards, benchmarks, and objectives.
• It also encourages teacher input in identifying essential standards

Understanding by Design (UbD) Model

• This model sets learning outcomes before content, has three stages, including identifying desired results, determining evidence, and planning instruction.
• Used in Philippine education before the K-12 implementation.

Systematic Design Model (Robert Diamond)

• Developed in the 1960s and revised in 1998
• The model identifies educational needs and focus plus develops, applies, and assesses and must gather data before decisions

Murray Print Model for Curriculum Development

• This model consists of situational analysis, curriculum development, and implementation/feedback
• This model aims to link development with actual classroom implementation

Nicholls and Nicholls Model

• The model emphasizes that development is ongoing and focuses on continuous feedback/improvement
• The model starts with situational analysis to understand learner needs

Wheeler's Curriculum Development Model

• This model presents development as an interdependent and logical cycle, emphasizing situational analysis, objectives, content selection, learning experiences, and evaluation

Contextual Filters Model of Course Planning

• Developed by Stark & Latucca (1997) for higher education course planning.
• This model considers content influences (faculty background and beliefs) and contextual influences (student characteristics and resources).

Walker's Model

• Developed by Decker Walker (1971), the model focuses on how curriculum workers develop curricula, with three phases
• It has platform, deliberation, and design

Skilbeck's School-Based Curriculum Model

• This curriculum model was designed in 1976. and involves analysis, defining goals, selecting content, choosing methods, and evaluating outcomes

Eisner's Artistic Approach to Curriculum Development

• This model views development as creative, thus defining learning goals to enhance education

Pawilen's Model for Philippine Curriculum Development

• This model considers learner interests/needs, societal demands, and academic disciplines
• Consisting of analysis, goals, standards, content, organization, implementation, evaluation

Summary of Curriculum Models

• Linear Models provide a structured and time-efficient approach
• Cyclical Models allow continuous revision and adaptation
• Dynamic Models focus on flexibility and real-world relevance